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ERIC Number: EJ818256
Record Type: Journal
Publication Date: 2008-Jun
Pages: 26
Abstractor: As Provided
ISSN: ISSN-0039-8322
Learner Outcomes for English Language Learner Low Readers in an Early Intervention
Kelly, Patricia R.; Gomez-Bellenge, Francisco-Xavier; Chen, Jing; Schulz, Melissa M.
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v42 n2 p235-260 Jun 2008
This study investigated the efficacy of Reading Recovery[R] (RR) with first grade English language learners (ELLs) in U.S. schools by examining the literacy outcomes of ELLs compared with their native English-speaking (NES) peers, who were also enrolled in RR. We also explored how ELLs' fall oral English proficiency levels were related to their spring literacy levels. Pre- and post-test measures included tests of text reading and phonemic awareness, because text reading is the broadest measure of reading ability and phonemic awareness is an important aspect of reading and oral English proficiency. Results indicated that 76.42% of NES and 69% of ELLs who had a complete program of intervention successfully achieved grade-level performance. These differences were statistically significant but the effect size was small. Overall, the differences between RR NESs and RR ELLs are not sufficient, when they exist, to warrant excluding ELL students from the RR intervention. In schools where students do not have access to bilingual education, Reading Recovery is an appropriate addition to the range of best-practice services available to ELLs. (Contains 8 tables.)
Teachers of English to Speakers of Other Languages, Inc. 700 South Washington Street Suite 200, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A